The Role of Classical Test Theory to Determine the Quality of Classroom Teaching Test Items
Peran Teori Uji Klasik untuk Menentukan Kualitas Item Tes Pengajaran di Kelas
-
(1) * Wong Vincent
College of Arts and Sciences, Universiti Utara Malaysia
Malaysia
(2) S.Kanageswari Suppiah Shanmugam College of Arts and Sciences, Universiti Utara Malaysia
Malaysia
(*) Corresponding Author
Abstract
The purpose of this study is to describe the use of Classical Test Theory (CTT) to investigate the quality of test items in measuring students' English competence. This study adopts a research method with a mixed methods approach. The results show that most items are within acceptable range of both indexes, with the exception of items in synonyms. Items that focus on vocabulary are more challenging. What is surprising is that the short answer items have an excellent item difficulty level and item discrimination index. General results from data analysis of items also support the hypothesis that items that have an ideal item difficulty value between 0.4 and 0.6 will have the same ideal item discrimination value. This paper reports part of a larger study on the quality of individual test items and overall tests.
References
Bichi, A. A. and Embong (2018). Evaluating the quality of Islamic Civilization and Asian Civilizations Examination Questions. Asian People Journal 1, 93–109.
Cook, D. A. and Beckman, T. J. (2006). Current Concepts in Validity and Reliability for Psychometric Instruments: Theory and Application. The American Journal of Medicine 119, 166.e7–166.e16. doi:10.1016/j.amjmed.2005.10.036. DOI: https://doi.org/10.1016/j.amjmed.2005.10.036
Fitzpatrick, A. R. (1983). The Meaning of Content Validity. Applied Psychological Measurement 7, 3–13. doi: 10.1177/014662168300700102. DOI: https://doi.org/10.1177/014662168300700102
Koçdar, S., Karadağ, N., and şahin (2016). Analysis of difficulty and discrimination indices of multiple-choice questions according to cognitive levels in an open and distance learning context. The Turkish Online Journal of Educational Technology 15, 16–24.
Magno, C. (2009). Demonstrating the difference between classical test theory and item response theory using derived test data. The International Journal of Educational and Psychological Assessment 1, 1–11.
Mehta, G. and Mokhasi (2014). Item analysis of multiple choice questions - an assessment of the assessment tool. International Journal of Health Sciences and Research 4, 197–202.
Mukherjee, P. and K, S. (2015). Analysis of Multiple Choice Questions (MCQs): Item and Test Statistics from an assessment in a medical college of Kolkata. West Bengal. IOSR Journal of Dental and Medical Sciences 14, 47–52.
Pande, S. S., Pande, S. R., Parate, V. R., Nikam, A. P., and Agrekar, S. H. (2013). Correlation between difficulty & discrimination indices of MCQs in formative exam in Physiology. South-East Asian Journal of Medical Education 7, 45–45. doi: 10.4038/seajme.v7i1.149. DOI: https://doi.org/10.4038/seajme.v7i1.149
Pendidikan, M. K. (2013). Kurikulum Standard Sekolah Rendah Bahasa Inggeris SJK TahunEmpat (Kuala Lumpur: Kementerian Pendidikan Malaysia).
Salkind, N. J. (2010). Item analysis. Encyclopedia of Research Design. http: //dx.doi.org/10.4135/978141296128 DOI: https://doi.org/10.4135/9781412961288.n199
Copyright (c) 2020 Wong Vincent, S.Kanageswari Suppiah Shanmugam
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
